Annex1B to DepEd Order No. 42, s.

2016
School ROSARIO NATIONAL HIGH SCHOOL Grade Level Grade 8
Teacher LOURDES A. DAMASCO Learning Area TLE -8-CARPENTRY
GRADES 1 to 12 Teaching Dates and Time March 10-14 2025 Quarter 4rth Quarter
DAILY LESSON LOG

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

A. Content Standards The learner demonstrates an understanding in sign, symbols, and data are identified according to job specifications and
determined according to classification or as appropriate in drawing.
B. Performance Standards The learners are identified materials and correct freehand sketching is produced in accordance with the job
requirements.
C. Learning Competencies / At the end of the At the end of the At the end of the By the end of this By the end of this
Objectives. Write the LC code for lesson, students will : lesson, students will : lesson, students will activity, students will summative test,
each. : be able to: students will be
1.identify and explain 1.identify and explain 1.Demonstrate proper able to:
freehand sketching 1.Recall and
the meaning of at at least five key 1.demonstrate
techniques by drawing identify key
least 10 common elements of a technical proper freehand basic geometric shapes concepts and
carpentry signs and drawing (e.g., sketching used in carpentry. principles of
symbols (e.g., safety dimensions, symbols, techniques by 2.Create a freehand freehand
signs, measurement scale, views) with drawing at least sketch of a simple sketching in
symbols, blueprint 80% accuracy in a three basic wooden object, carpentry,
notations) with 80% worksheet activity. geometric shapes including correct including its
accuracy in a quiz. (e.g., squares, proportions, labels, purpose, elements,
2.analyze a given circles, and and dimensions. and techniques.
2.analyze a given carpentry blueprint and triangles) used in 3.Apply freehand 2.Demonstrate
carpentry blueprint by correctly interpret at carpentry with 80% sketching skills by their ability to
visualizing and create a clear and
correctly interpreting least three key accuracy in
designing a basic proportionate
at least three key specifications (e.g., proportion and woodworking project. freehand sketch of
symbols and materials, alignment. a simple wooden
measurements and measurements, object with
explaining their assembly 2.create a freehand appropriate labels
significance in a short instructions) in a sketch of a simple and dimensions.
written or oral short written or oral woodworking 3.Analyze and
 explain the
response. response. project (e.g., a stool, importance of
a small box, or a freehand
3. read and interpret a 3.demonstrate their table) with correct sketching in real-
life carpentry
simple carpentry understanding by dimensions, labels,
applications
materials list and sketching a simple and symbols, through written
correctly determine technical drawing of a meeting at least reflection.
the required quantity wooden object (e.g., a 75% of the criteria
and dimensions of stool or box) with in a rubric-based
materials for a small correct measurements, assessment.
woodworking project, labels, and symbols,
scoring at least 75% scoring at least 75% 3.apply freehand
on a practical in a rubric-based sketching skills by
exercise. assessment. illustrating a basic
orthographic or
isometric drawing
of a wooden object,
ensuring proper
scaling and clarity,
and receiving a
passing score of at
least 7/10 on a peer
or teacher
evaluation.

LO 1. analyze signs, symbols LO 2. interpret technical LO 3. apply freehand Apply freehand sketching Summative Test
II. CONTENT and data; drawings and plans sketching
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide pages: K to 12 Basic Education K to 12 Basic Education K to 12 Basic K to 12 Basic K to 12 Basic
Program Program K to 12 Basic Education Program Education Program Education
TECHNOLOGY AND Education Program TECHNOLOGY AND TECHNOLOGY AND Program
LIVELIHOOD TECHNOLOGY AND LIVELIHOOD LIVELIHOOD TECHNOLOGY
EDUCATION LIVELIHOOD EDUCATION EDUCATION EDUCATION AND LIVELIHOOD
HOME ECONOMICS HOME ECONOMICS HOME ECONOMICS HOME ECONOMICS EDUCATION
TEAHER’S INDUSTRIAL TEAHER’S INDUSTRIAL TEAHER’S TEAHER’S INDUSTRIAL HOME
ARTS (GRADE 7-8 ARTS (GRADE 7-8 INDUSTRIAL ARTS ARTS (GRADE 10-20 ECONOMICS
 exploratory course) Pp: exploratory course) Pp: (GRADE 7-8 exploratory course) TEAHER’S
1-21 1-21 exploratory course) Pp: 1-21 INDUSTRIAL ARTS
Pp: 1-21 (GRADE 10-20
exploratory
course) Pp: 1-21
1. Learner’s Materials pages:: Grade—8 TLE IA Grade—8 TLE IA Grade—8 TLE IA Grade—8 TLE IA Grade—8 TLE IA
CARPENTRY Pp: -1-20 CARPENTRY Pp: -1-20 CARPENTRY Pp: -1-20 CARPENTRY Pp: -1-20 CARPENTRY Pp: -
1-20
2. Textbook pages Pp: 1-23 pp 1-23 Pp: 1-23 Pp; 1-23 Pp; 1-23
1. Additional Materials from References Tools/Equipment, References Tools/Equipment, References References References
Learning Resource (LR) etc. - They should conform to etc. - They should conform to Tools/Equipment, etc. - Tools/Equipment, etc. - Tools/Equipment, etc.
portal the Contextual the Contextual They should conform to They should conform to the - They should conform
learning Matrix (Refer to learning Matrix (Refer to from the Contextual Contextual to the Contextual
from the conditions of the the conditions of the learning Matrix (Refer to learning Matrix (Refer to learning Matrix (Refer
Competency Based Competency Based from the conditions of the from the conditions of the to from the conditions
Curriculum) Curriculum) Competency Based Competency Based of the Competency
Curriculum) Curriculum) Based Curriculum)
E. Other Learning Resources
IV. PROCEDURES
F. Reviewing previous lesson or Review or preview Review or preview Review or preview Review or preview Review or preview
presenting the new lesson. previously encountered previously encountered previously encountered previously previously
information about about systems of information about – encountered encountered
receive and inspect measurements converting decimal to information about information about
fraction
materials converting units of taking dimensions
measurements
G. Establishing a purpose for the 1.Have you ever tried 1.How do carpenters build 1. Hook Question: ctivity Instructions: Multiple Choice
lesson. assembling furniture or structures with precision? “How do Part 1: Warm-up (10 points)
seen a carpenter at Can they work without a carpenters Sketching (10 minutes)
work? How do they drawing?” Students will practice
2.Show a simple technical
communicate their I. Multiple
know where to cut, ideas before using drawing basic Choice (10
drawing (e.g., a wooden
drill, or attach tools?” geometric shapes
stool or a small shelf) and points)
materials?” ask: “What do you think  Show a rough (squares, rectangles,
2.Show a mystery set of this represents?” freehand sketch of a circles, triangles)
carpentry symbols (e.g., freehand.
Directions:
3.Explain the importance of simple project (e.g.,
a measurement, a cut technical drawings in They must maintain Read the
a table or questions
mark, a safety sign) and carpentry: “They act as a proportion and
bookshelf) and ask: carefully and
let students guess their carpenter’s guide, just like symmetry in their
meanings. a map for a traveler.” sketches. circle the letter
-“How is this of the correct
3.Explain that different from a The teacher will check
understanding for smooth, confident
carpentry symbols, lines instead of shaky
signs, and data is technical strokes. answer.
essential for accuracy drawing?” Part 2: Sketching a
and safety in Wooden Object (20 1.What is the
construction. -“Why is freehand minutes) main purpose of
4.Share a real-life sketching an Each student will freehand
scenario: “Imagine important skill in select a simple sketching in
building a table but carpentry?” wooden object (e.g., a carpentry?
misreading the stool, box, or table). a) To create
measurements—what -Explain that before They will create a artistic drawings
do you think will making technical freehand sketch of the b) To visualize
happen?” drawings or object from a single- ideas before
blueprints, view perspective (e.g., making technical
1.Show a simple front or top view). drawings
carpenters often
blueprint (e.g., a The sketch must
sketch their ideas c) To avoid
small table or include:
quickly to plan using tools like
bookshelf). Basic shape of the
dimensions and rulers and
object
structure. compasses
2.Explain the basic Labels for parts (legs,
d) To replace
elements: surface, supports, etc.)
Approximate
blueprints
dimensions (without
entirely
Blueprint symbols
(e.g., cut marks, nails, using rulers for
drawing) 2.What type of
joints). lines should be
used in freehand
Safety signs (e.g., sketching?
“Wear safety a) Dark and
goggles,” “Caution: shaky lines
Sharp Tools”). b) Smooth and
confident strokes
Measurement units c) Faint and
(inches, feet, meters). unclear lines
d) Thick and
1.Interactive wavy lines
Activity: Give
students printed 3.Which of the
images of different following is
carpentry symbols NOT a basic
and have them match element of
them with their freehand
meanings. sketching?
a) Proportion
b) Labeling
c) Ruler
measurement
d) Line quality

4.What should
be included in a
proper freehand
sketch?
a) Labels and
dimensions
b) Vibrant colors
c) Detailed
shading
d) Perfect
symmetry

5.Which of the
following tools
is not required
for freehand
sketching?
a) Pencil
b) Ruler
c) Eraser
d) Paper

6.When drawing
a freehand
sketch, what is
the first step?
a) Add labels
and dimensions
b) Start with
basic geometric
shapes
c) Erase
mistakes
immediately
d) Shade and
color the
drawing

7.Why is
proportion
important in
freehand
sketching?
a) It helps make
drawings look
realistic
b) It allows
random designs
c) It makes
sketches more
colorful
d) It is not
necessary in
carpentry

8.If a carpenter
needs to quickly
illustrate a
project idea,
what should they
do?
a) Create a
technical
drawing with
precise
measurements
b) Use a
computer-aided
design (CAD)
software
c) Make a
freehand sketch
to visualize the
concept
d) Skip
sketching and
start building
immediately

9.What is the
advantage of
freehand
sketching over
technical
drawing?
a) It is faster and
requires no
special tools
b) It provides
exact dimensions
c) It uses rulers
and drafting
equipment
d) It replaces
blueprints
entirely

10.When
sketching a
wooden stool,
what is the best
way to represent
its structure?
a) Draw the
object using
basic shapes first
b) Start with
shading and
color
c) Add random
details before the
outline
d) Draw only
one part and
leave the rest
blank

II.
Identification
(10 points)

Directions:
Identify the
correct term
based on the
description.
Write your
answer on the
blank.

1.The method of
drawing quickly
without using
measuring tools.
__________

2.The quality of
a sketch that
ensures objects
are drawn in the
right size
compared to
others.
__________

3.The feature of
a sketch that
includes names
and dimensions
of parts.
__________

4.The process of
using freehand
sketching to
represent an idea
before
construction.
__________

5.The type of
lines that should
be used in
freehand
sketches.
__________

6.The term for a

rough sketch
that helps plan
the overall look
of a project.
__________

7.A 3D
perspective
drawing that
shows multiple
sides of an
object.
__________

8.A simple
wooden object
that can be
sketched using
rectangles and
circles.
__________

9.A tool often

used for erasing
mistakes in
freehand
sketches.
__________

10.The basic
shapes (squares,
rectangles,
circles) used in
carpentry
sketches.
 __________

H. Presenting examples /  Show different  Show examples Directions: Read

instances of the new types of technical of freehand the questions
lesson. drawings used in sketches used in carefully and
carpentry: woodworking: circle the letter of
the correct
 Orthographic -Basic geometric answer.
projection (top, shapes used in
front, side design (squares,
views). rectangles, circles).
 Isometric
drawing (3D -Simple furniture
representation). sketches with labels
 Blueprint with and dimensions.
dimensions and
symbols. -Step-by-step
sketches of a
 Compare a real woodworking
object with its process (e.g.,
technical drawing, sketching a chair in
highlighting key different views).
elements like
dimensions, scale, and -Compare a
labels. freehand sketch vs.
 Let students a technical drawing,
observe a simple house highlighting the
or furniture plan and purpose of each.
identify basic
components.
I. Discussing new concepts and 1.Break down 1. Explain the key -Explain the By mastering
practicing new skills #1. common carpentry parts of a elements of a good board foot
E. Discussing new concepts and signs and symbols: technical freehand sketch: calculations,
practicing new skills #2. students will be
 drawing: better equipped
Measurement -Proportion and to work in fields
symbols and Lines and symbols scale (keeping such as carpentry,
abbreviations. (hidden lines, section dimensions furniture making,
lines, dimension lines). accurate). and construction,
Safety signs found in where precise
a workshop. Measurements and -Line quality (clear material
scale (how sizes are and confident estimation is
Symbols on power represented). strokes). crucial.
tools and materials.
Views (top, side, -Labeling and
Demonstration: front). annotations (noting
Show how to read a materials,
carpentry measuring -Guided Activity: dimensions).
tape and how to Provide a labeled
interpret scale technical drawing and -Guided Practice:
drawings on a ask students to match
blueprint. the parts with their -Demonstrate how
functions. to sketch a simple
Pair Work: Students wooden object (e.g.,
work in pairs to find 5 -Blueprint Analysis a table or toolbox)
symbols in a sample Activity: step by step.
project plan and
explain their -Give students a -Have students
meanings to the class. simple project plan practice drawing
(e.g., wooden chair or basic geometric
1.Hands-on table). shapes freehand to
Measuring Activity: build confidence.
-Ask them to identify
Provide students with dimensions, symbols, -Hands-on
rulers, measuring and materials. Sketching Activity:
tapes, and
wood/plastic boards. -Hands-on Practice: -Students choose a
simple wooden
Let them measure and -Have students object (e.g., a chair,
mark specific measure real-life box, or shelf).
dimensions based on objects (e.g., a desk,
 given data. chair) and sketch a -They sketch it
basic technical freehand, including
Analyzing a drawing with labels. basic labels and
Materials List: dimensions.

Give students a -Peer Review:

simple bill of
materials (BOM) for -Students exchange
a project. sketches and give
constructive
Have them calculate feedback based on
total materials clarity, proportions,
needed based on a and accuracy.
given plan.
J. Developing mastery. (Leads to Blueprint -Group Task: -Performance Task: Part 3: Design Your Formula for
Formative Assessment 3) Interpretation Own Wooden Project Calculating Board
A. Finding practical applications Challenge -Each group receives -Provide a real or (30 minutes) Foot (BF):
of concepts and skills in daily Students will imagine Board Foot
an incomplete imagined
living. and sketch a simple =
K. Making generalizations and
Provide a realistic technical drawing. woodworking
carpentry blueprint scenario (e.g., wooden project they Thickness (in inch
abstractions about the lesson.
with missing labels. -They must fill in designing a small would like to build es)
missing labels and bench). (e.g., a bookshelf, ×
Ask students to fill in dimensions correctly. plant stand, or small Width (in inches)
the missing data and -Students must desk). ×
explain the symbols. -Performance Task: create a freehand The sketch must Length (in feet)
sketch of their include: 12
1.Group Task: design, including: A clear outline of the Board Foot=
-Students interpret a
design 12
real technical
Labels for key parts Thickness (in inch
Assign small groups a drawing and explain -Proper dimensions
Estimated dimensions es)×Width (in inch
set of carpentry its components.
Neatness and proper es)×Length (in fee
symbols and let them -Labels for
proportion t)
create a short -Short quiz on symbols materials Students will present
presentation on their and blueprint their sketches to the
meanings and reading. -Neat and class and explain their Board feet is a
importance. proportional line design choices. unit of
1.Discuss real-life work measurement
 used in the
A. Finding Practical applications: -Rubric-Based lumber industry
Applications of Assessment to determine the
Concepts and Skills -“How do architects, (Criteria: volume of a piece
in Daily Living carpenters, and Proportion, of wood.
engineers use Labeling, Neatness,
-Scavenger Hunt: technical drawings?” Completeness).
Students find at least
three carpentry- -_“Where do we see -Discussion: Where
related symbols at technical drawings in is freehand
home or online and daily life ( sketching used
explain their purpose. outside carpentry?

-Guest Speaker -Architects,

(Optional): If engineers, interior
possible, invite a designers all use
carpenter or freehand sketching
construction worker to visualize ideas.
to talk about the
importance of -Real-Life Task:
understanding signs
and symbols in the -Students find a
field. wooden object at
home and make a
-DIY Mini Project: quick freehand
Ask students to sketch sketch of it, noting
a simple any improvements
woodworking plan they’d make to the
with correct design.
measurements and
symbols. -Reflection
Questions:
-Class Discussion:
-“How did
Why is it important to freehand sketching
understand carpentry help you
symbols and data? understand
 What could go wrong carpentry plans
if you misinterpret better?”
them?
-“What are the key
Exit Ticket: Each elements of a good
student writes one freehand sketch?”
thing they learned and
one question they still -Exit Ticket:
have.
-Each student writes
one thing they
learned and one
question they still
have about freehand
sketching.
L. Evaluating learning. Short Quiz:  Written Quiz (15 -Short Quiz (10 Post activity
Matching activity points) – A short points) discussion
(symbols and assessment covering:
meanings). -Identify elements
Multiple-choice  Matching of a freehand
questions on blueprint symbols and sketch.
reading. their
Measurement problem- meanings. -Match shapes to
solving.  Identifying their corresponding
Performance Task: parts of a carpentry
Give students a small technical components (e.g.,
carpentry task (e.g., drawing. rectangles for
measure and mark a  Multiple-choice tabletops).
piece of wood questions on
correctly).
dimensions, - Performance Task
Assess accuracy and
scale, and (20 points)
proper use of tools.
views.
-Create a freehand
 Performance Task sketch of a wooden
(20 points) – Blueprint project (graded
Interpretation: using a rubric).
Students will analyze a
given technical
drawing and answer
comprehension
questions, such as:

What is the total length

of the wood required?

What type of view is

shown in the drawing?

What do the given

symbols and lines
represent?

 Hands-on Activity
(25 points) –
Sketching a Simple
Technical Drawing:

Students will measure

a real object (e.g., a
chair, desk) and create
a basic technical
drawing with:

Proper dimensions

Correct use of symbols

Neatness and
accuracy

 Oral Questioning
(10 points) – Class
 discussion on:

The importance of
technical drawings in
carpentry.

How misinterpreting
a drawing can affect
construction work.
M. Additional activities for Homework Homework Homework Homework Homework
application or remediation.
V. REMARKS
VI. REFLECTION
O. No. of learners who earned 80% in Grade-8 Diamond Grade-8 Diamond Grade-8 Diamond Grade-8 Diamond Grade-8 Diamond
the evaluation. Grade-8 Jade Grade-8 Jade Grade-8 Jade Grade-8 Jade Grade-8 Jade
Grade-8 Emerald Grade-8 Emerald Grade-8 Emerald Grade-8 Emerald Grade-8 Emerald
P. No. of learners who require Grade-8 Diamond Grade-8 Diamond Grade-8 Diamond Grade-8 Diamond Grade-8 Diamond
additional activities for remediation Grade-8 Jade Grade-8 Jade Grade-8 Jade Grade-8 Jade Grade-8 Jade
who scored below 80%. Grade-8 Emerald Grade-8 Emerald: Grade-8 Emerald: Grade-8 Emerald:
Grade-8 Emerald
Q. Did the remedial lesson work? No. Grade-8 Diamond Grade-8 Diamond Grade-8 Diamond Grade-8 Diamond Grade-8 Diamond
of learners who have caught up with Grade-8 Jade Grade-8 Jade Grade-8 Jade Grade-8 Jade Grade-8 Jade
the lesson. Grade-8 Emerald Grade-8 Emerald: Grade-8 Emerald: Grade-8 Emerald:
Grade-8 Emerald
R. No. of learners who continue to Grade-8 Diamond Grade-8 Diamond Grade-8 Diamond Grade-8 Diamond Grade-8 Diamond
require remediation. Grade-8 Jade Grade-8 Jade Grade-8 Jade Grade-8 Jade Grade-8 Jade
Grade-8 Emerald Grade-8 Emerald Grade-8 Emerald: Grade-8 Emerald: Grade-8 Emerald:

S. Which of my teaching strategies

worked well? Why did this work?

T. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?
Prepared by: Checked by:
LOURDES A. DAMASCO MA CRISTINA A. PAPA
Teacher III Assistant School Principal II/OIC